Functional Behavior Assessment and Behavior Intervention Plan

The functional behavioral assessment should include, at the minimum,

1. the identification of the problem behavior,
2. the definition of the behavior in concrete terms,
3. the identification of the contextual factors that contribute to the behavior (including cognitive and affective factors) and
4. the formulation of a hypothesis regarding the general conditions under which a behavior usually occurs and probable consequences that serve to maintain it.

An FBA is

• a problem solving process that uses information from a variety of sources collected over time that identifies variables contributing to occurrences of problem behavior and helps us to understand the reasons why the problem behavior is occurring.

An FBA is Not

• A particular tool or assessment instrument
• A one shot meeting or observation
• Intended to be conducted by a single person
  
  

Functional Behavior Assessment and Behavior Intervention Plan Tools



§ STEP 1: SCREENING TO DETERMINE NEED FOR FBA (IDENTIFICATION OF BEHAVIOR)

• Screening should indicate what the behavior(s) is(are) so we can gather data to understand the function of the behavior(s).
• Convene a team that includes the general education teacher, special education teacher, social worker and/or guidance counselor, school administrator, other student support staff, if they have supported the student with instructional or behavioral needs.
• Based on Response to Intervention Framework, should also have documentation of impact of tiered interventions previously implemented to address student need.
• Aligns with Part 200.1 (r) of the NYS Regulations of the Commissioner of Education on Students with Disabilities.

Beyond Legal Mandates:
Best Practice Guidance for an FBA
1) Is the behavior persistent over time and across environments? If yes, then
2) Are the environments where behaviors occurring effectively managed? If yes, then
3) Is the student responsive to the environmental management strategies? If not, then

1. Does the behavior interfere with the student’s or other’s learning? Or
2. Does the behavior place the student or others at risk of harm? Or
3. Does the behavior place the student at risk of being placed in a self-contained or out-of-district placement?

Ask for Parental Consent before conducting direct and indirect low-inference observations for data.


§ STEP 2: DEFINING THE BEHAVIOR IN CONCRETE TERMS

• Define what the behavior(s) is(are) so we can gather data to understand the function of the behavior(s). Use pages 2-3.
• Aligns with Part 200.22, 200.22 (a), 200.22 (a)(i) of the NYS Regulations of the Commissioner of Education on Students with Disabilities.
  
  

§ STEP 3: BASELINE ASSESSMENT METHODS (IDENTIFYING THE CONTEXTUAL FACTORS)

• Aligns with Part 200.22 (a)(2) of the NYS Regulations of the Commissioner of Education on Students with Disabilities.

INDIRECT OBSERVATION TOOLS








DIRECT OBSERVATION TOOLS













§ STEP 4: BASELINE MEASUREMENT IDENTIFIED AND FORMULATING A HYPOTHESIS OF FUNCTION OF BEHAVIOR

• Use pages 4A-4E of the worksheet from Step 2 to guide data collection. I.e. what tools can best capture the data and what the tools are.
• Use page 5 of the worksheet from Step 2 to define hypothesis based on data.
• Aligns with Part 200.22 (a)(3) of the NYS Regulations of the Commissioner of Education on Students with Disabilities.

§ STEP 5: DEVELOP BEHAVIOR INTERVENTION PLAN BASED ON BASELINE DATA AND HYPOTHESIS FROM FBA

• Strengthen appropriate behavior, alternative skill instruction, prevention or lessening of current maladaptive behavior, appropriately responding to unwanted behavior

Tools above are sourced from NJBPS.ORG on their Functional Assessment page.

§ ADDITIONAL RESOURCES

NYSED Topical Policy Brief on Functional Behavior Assessments

Sample Functional Behavior Assessments and Summaries

Accommodating Students with Mood Lability

FHI 360 PSO/CUNY PSO CFN Special Education Administrator
Cynthia Rodriguez's Wikispace

2010 Citywide Standards of Intervention and Discipline Measures